1 Quarter 3 Pre-Assessment Teacher Directions Grade Reading 12 Selected-Response Items 1 Constructed ResponseResearch 3 Constructed-ResponseWriting 1 Full

2nd

1

Quarter 3 Pre-AssessmentTeacher Directions

Grade

Reading12 Selected-Response Items 1 Constructed Response Research 3 Constructed-ResponseWriting 1 Full Composition (Performance Task) 1 Brief Write 1 Write to Revise Writing w’ Integrated Language 1 Language/Vocabulary 1 Edit/Clarify

Performance Task at Grade Level

Sequential Steps toward Standard

Mastery

2nd

Narrative Writing and Language

Targets Standards DOK

1a Brief Narrative Write W.3a, W.3b, W.3c, W.3d 3

1b Write-Revise Informational W.3a, W.3b, W.3c, W.3d 2

2 Full Narrative Composition W-3a, W-3b, W-3c, W-3d, W-4, W-5, W-8 4

8 Language-Vocabulary Use L.2.3a 1-2

9 Edit and Clarify L.2.1c 1-2

Quarter Three 2014-15Pre-Assessment

Note: There may be more than one standard per target. Standards can have different DOKs per target. Only standards assessed are listed.

Reading: Literature Grade Two


3 Word Meanings RL.4 1-2

6 Text Structures/Features RL.7 2

5 Analysis Within and Across Texts RL.9 4

Reading: Informational Grade Two


10 Word Meanings RI.4 1-2

11 Reasoning and Evidence RI.8 3-4

12 Analysis Within and Across Texts RI.9 3-4

3Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

This is a pre-assessment to measure the task of writing a narrative text. Full compositions are always part of a Performance Task. A complete performance task would have:

Part 1• A Classroom Activity (30 Minutes)Activity should include 1. New language and vocabulary students may encounter in passages (taught through a source that does not

pre-teach the actual passages). Vocabulary that may be new to students in the passages in this assessment may include: redwoods, seeds, trunk, woods, murrelets, seabirds, loggers, moss, ocean, rare, sequoias, bark, Statue of Liberty, cones, California and Pacific Ocean.

2. A video, class/group activity or read aloud to build background about redwoods and/or sequoias. An interactive map is available at: http://education.savetheredwoods.org/kit/edmap/index.php that could be used for class discussion. Classroom activities are available http://education.savetheredwoods.org/kit/activitybank.php

3. (35 minutes – Independent work)• Passages or stimuli to Read • 3 Research Questions • There may be other constructed response questions.Part 2• A Full-Composition (70 Minutes)Students should have access to spell-check resources but no grammar-check resources. Students can refer back to their passages, notes and 3 research questions and any other constructed responses, as often they’d like. The note-taking forms in this pre-assessment were created for informational text. If you choose to use these, please have your students take notes while reading the informational passages.

Directions30 minutes1. You may wish to have a 30 minute classroom activity. The purpose of a PT activity is to ensure that all

students are familiar with the concepts of the topic and know and understand key terms (vocabulary) that are at the upper end of their grade level (words they would not normally know or are unfamiliar to their background or culture).The classroom activity DOES NOT pre-teach any of the specific content that will be assessed!

35 minutes2. Students read the passages independently. If you have students who can not read the passages you may

read them to those students but please make note of the accommodation. Remind students to take notes as they read. During an actual SBAC assessment students are allowed to keep their notes as a reference.

3. Students answer the 3 research questions or other constructed response questions. Students should also refer to their answers when writing their full opinion piece.

15 minute break70 Minutes4. Students write their full composition (narrative piece).

SCORINGA Narrative Rubric is provided. Students receive three scores:

4. Organization and Purpose5. Evidence and Elaboration6. Conventions

http://education.savetheredwoods.org/kit/edmap/index.php



http://education.savetheredwoods.org/kit/activitybank.php



Rev. Control: 01/20/2015 HSD – OSP and Susan Richmond

DirectionsThe HSD Elementary assessments are neither scripted nor timed assessments. They are a tool to inform instructional decision making. It is not the intent of these assessments to have students “guess and check” answers for the sake of finishing an assessment.

All students should “move toward” taking the assessments independently but many will need scaffolding strategies. If students are not reading at grade level and can’t read the text, please read the stories to the students and ask the questions. Allow students to read the parts of the text that they can. Please note the level of differentiation a student needed.

Order at HSD Print Shop…http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

About this Assessment

This assessment includes: Selected-Response, Constructed-Response, and a Performance Task.

Types of SBAC Constructed Response Rubrics in this Assessmenthttp://www.livebinders.com/play/play?id=774846

Reading• 2 Point Short Response• 2-3 Point Extended

Response

Writing• 4 Point Full Composition Rubric (Performance

Task)• 2-3 Point Brief Write (1-2 Paragraphs) Rubric• 2-3 Point Write to Revise Rubrics as Needed

Research• 2 Point Rubrics Measuring

Research Skill Use

Quarter 3 Performance TaskThe underlined sections are those scored on SBAC.

Please take 2 days to complete performance tasks.

Part 1 Part 2

• Classroom Activity if Desired/Needed• Read two paired passages.• Take notes while reading (note-taking).• Answer SR and CR research questions about sources

Components of Part 1Note-Taking: Students take notes as they read passages to gather information

about their sources. Students are allowed to use their notes to later write a full composition (essay). Note-taking strategies should be taught as structured lessons throughout the school year in grades K – 6. A teacher’s note-taking form with directions and a note-taking form for your students to use for this assessment is provided, or you may use whatever formats you’ve had past success with. Please have students practice using the note-taking page in this document before the actual assessment if you choose to use it.

Research: In Part 1 of a performance task students answer constructed

response questions written to measure a student’s ability to use research skills needed to complete a performance task. These CR questions are scored using the SBAC Research Rubrics rather than reading response rubrics.

• Class Activity• Plan your essay (brainstorming -pre-writing).• Write, Revise and Edit (W.5)• Writing a Full Composition or Speech

Components of Part 2Planning

Students review notes and sources and plan their composition.

Write, Revise and Edit Students draft, write, revise and edit their writing.

Word processing tools should be available for spell check (but no grammar check).This protocol focuses on the key elements of writing narratives:

1. introduction (narrator and/or setting and characters)2. organization (event sequence)3. development (narrative techniques such as dialogue,

pacing, description reflection, and multiple plot lines)4. transitions (to sequence events)5. conclusion6. conventions of standard English.

There are NO Technology-enhanced Items/Tasks (TE) Note: It is highly recommended that students have experiences with the following types of tasks from various on-line instructional practice sites, as they are not on the HSD Elementary Assessments: reordering text, selecting and changing text, selecting text, and selecting from drop-down menu

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.hsd.k12.or.us/Departments/PrintShop/WebSubmissionForms.aspx

http://www.livebinders.com/play/play?id=774846


DOK 1 - Ka DOK - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 -Cl Standard Mastery Recall who, what, where, when, why and how about a story read and discussed in class.

Use and define Standard Academic Language: who, what, where, when, why, and how; ask, answer, questions, key details

Connect the terms who to characters; where and when to setting; what and how to sequence of events.

Ask and answer who, what, where, when, why and how questions about key details in a text.

Concept DevelopmentStudent understands that key details help tell who, what, where, when, why and how.

Uses key details to identify who, what, where, when, why and how about a story not read in class.

Finds information using key details to answer specific questions about a new story.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text

Pre-Assessment and Learning Progressions

The pre-assessments measure progress toward standard mastery.

Unlike the Common Formative Assessments which measure standard mastery, the pre-assessments are more like a base-line picture of a student’s strengths and gaps, measuring skills and concepts, students need “along the way,” in order to achieve standard mastery.

So what about a “post-assessment?” There is not a standardized post-assessment.The true measure of how students are doing “along the way,” is assessed in the classroom during instruction and classroom formative assessment. For this reason The CFA’s are not called “post-assessments.” The CFAs measure the “end goal,” or standard mastery. However, without the pre-assessments, how will we know what our instruction should focus on throughout each quarter?

Learning Progressions: are the predicted set of skills needed to be able to complete the required task demand of each standard. The learning progressions were aligned to Hess’ Cognitive Rigor Matrix.

The pre-assessments measure student proficiency indicated on the boxes in purple (adjustment points). These points are tasks that allow us to adjust instruction based on performance. For instance, if a student has difficulty on the first “purple” adjustment point (DOK-1, Cf) the teacher will need to go back to the tasks prior to DOK-1 Cf and scaffold instruction to close the gap, continually moving forward to the end of the learning progression.

There is a Reading Learning Progression checklist for each standard in each grade that can be used to monitor progress. It is available at:

http://sresource.homestead.com/Grade-2.html

Example of a Learning Progression for RL.2.1Pre-Assessments Measure Adjustment Points (in purple)

CFARL.2.1 grade-level standard assessment.

After the pre-assessment is given, Learning Progressions provide informal formative assessment below and near grade-level “tasks” throughout each quarter.

Beg. of QTR

Throughout the QTR

END of QTR

http://sresource.homestead.com/Grade-2.html


Quarter Three Reading Literature Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Cj DOK 2 - Cl DOK 2 - APn StandardRecognizes illustrations or words in print that represent characters, setting (read and discussed in class).

Define and understand Standard Academic Language: information, illustration and illustrator, print, text, digital, character, setting and plot.

Describes characters and setting referring to illustrations and words from a print or digital text.

Answers who, what, when, where, why and how questions about the plot of a story read and discussed in class.SELECTED RESPONSE

Concept DevelopmentUnderstands that illustrations and print provide information about characters, setting or plot.

Make inferences and logical predications from illustrations and text about character, setting or plot in a new text.

Use information gained from the illustrations and words in a print or digital text to answer questions about a central idea (plot). SELECTED RESPONSE

Obtain and interpret information using text features (illustrations, texts, digital texts) for a specific purpose or assignment (new text).CONSTRUCTED RESPONSE

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

DOK 1 -Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APm StandardLocate specific alliteration, rhythmic and rhyming words and phrases in stories, poems and songs read, heard and discussed in class.

Use and Understand Standard Academic Language: words, phrases, regular beats, alliteration, rhymes, repeated lines, rhythm, story, poem and song.

Select appropriate words and phrases connected to rhythm or alliteration (i.e., which word rhymes with….?).

Explains how a specific word or phrase adds meaning and rhythm to a story, poem or song read, heard or discussed in class.

Concept Development: Understands that words and phrases can add meaning and rhythm to a story and given an example. SELECTED RESPONSE

Locate words or phrases that give specific meaning and rhythm to a story (e.g., what words/phrases help the reader to know why ___ is important?).

Use context to identify how words and phrases give meaning and rhythm to a story, poem or song (e.g., why does the author use the words _____?)SELECTED REPONSE

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

DOK 1 - Ka DOK 1 - Kc

DOK 1 - Cd DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 -

Cl DOK 2 - ANp DOK 2 - ANr

DOK 3 - Cw DOK 4 - SYU Standard

Recall the events in two or more versions of the same story read and discussed in class.

Use and understand Standard Academic Language:Define author, culture, version, compare and contrast.

Can define or explain the following words: versions, authors, cultures, compare, and contrast.

Answers who, what, where, when or how questions about two or more versions of the same story read and discussed in class.

Concept Development: Understands that the same story can have differences (versions) based on culture references. Can compare contrast an example.

Identifies details that are the same and different in two versions of the same story and explain why (makes generalizations).SELECTED RESPONSE

Locate information to compare and contrast specific events in two version of the same story.

Compares and contrasts literary elements (characters, setting, events, challenges, and conclusion) between two or more versions of the same story.SELECTED RESPONSE

Compare and contrasts the organizational structures (sequence of events) of two or more versions of the same story.

Describe how two stories from different cultures or interpret the story (are the points of view, opinions the same or different?).

Synthesize two versions of the same story by comparing and contrasting how specific events are portrayed to be able to reach a conclusion about stories from different cultures.CONSTRUCTED RESPONSE

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures

Not assessed

Not assessed


Quarter ThreeReading Informational Learning Progressions. The indicated boxes highlighted before the standard, are assessed on this pre-assessment. The standard itself is assessed on the Common Formative Assessment (CFA) at the end of each quarter.

DOK 1 - Ka DOK 1 - c DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Cl DOK 2 - APn Standard

Recall or recognize specific images in a visual representation from a text read and discussed in class.

Define and understand Standard Academic Language: Specific, explain, images, (e.g. diagram, chart, etc..), contributes and clarify.

Uses correct words when referring to visual images (diagrams, charts, tables, etc...).

Answers questions that require referring to visual images in a new text).SELECTED RESPONSE

Concept DevelopmentUnderstands that visual images can help contribute or clarify a text.

Locate the accurate visual representations that contribute to and clarify a text.SELECTED RESPONSE

Interpret information from a visual representation in order to answer clarifying questions about a text.CONSTRUCTED RESPONSE

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 2 - Ch DOK 2 - Ck DOK 2 - Cl DOK 2 - ANp DOK 2 -

ANs DOK 3 - ANy DOK 3 CuStandard DOK 4 - SYU

Recall basic facts in two texts on the same topic read and discussed in class.

Define and understand Standard Academic Language: compare and contrast, points, important and topic

Select appropriate domain-specific words when discussing the topic.

Answer questions about the most important points in a text read and discussed in class.

Concept Development:Student understands that some points are more important than others and can give an example.

Identifies the most important points in two texts on the same topic.SELECTED RESPONSE

Locates key details as evidence of which information is important in two texts on the same topic (new text).

Categorizes or lists important points from two texts on the same topic using a graphic organizer (teacher has provided categories)SELECTED RESPONSE

Using a list of categorized important points in two texts on the same topic, can discuss similarities and differences between the two texts.

Completes a Venn diagram to compare and contrast important points in two texts on the same topic. CONSTRUCTED REPONSE

RI.2.9 Compare and contrast the most important points presented by two texts on the same topic (answers constructed response CFA questions at this level).

To move to a DOK-4 students analyze points in two texts in order to write a new generalization, observation or conclusion about the topic.

DOK 1 - Ka DOK 1 - Kc DOK 1 - Ce DOK 1 - Cf DOK 1 - APg DOK 2 -Ch DOK 2 - APn StandardLocate or recall specific words and phrases in an informational text read and discussed in class.

Use and understand Standard Academic Language: determine, words, phrases and topic.

Select appropriate words or phrases connected to a specific topic read and discussed in class.L.2.4e Use glossaries and beginning dictionaries…

Use accurate words and phrases to explain who, what, where, when or how about an informational topic..

2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).SELECTED REPSONSE

L.2.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

Concept Development: Understands that specific words and phrases have meaning that is relevant to the text they are in.

Use context to identify and determine the meaning of words and phrases. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.CONSTRUCTED RESPONSE

Identify…L.2.4d compound word meanings based on individual words within.L.2.5b distinguish shades or meaning among closely related verbs

RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Not assessed

Not assessed


Grade 2

Write one new key idea (special focus) you learned about the main topic.

Write one sentence that tells the most about the special focus of the key idea and the key details.

What is the special focus of the key idea?Use key details from the paragraph or section.

Instruct students to choose a paragraph or section or you may choose for them (if this is classroom practice).

Ask, “Does the paragraph or section state something new about the main topic (remind them of the main topic)? “This is a key idea about the topic.

Ask students to write the new key idea in one brief sentence.

Ask students to look for key details that explain more about the new special focus of the key idea.

Key details give evidence to support a key idea.

Instruct them to write 1 -2 key details in each box.

Example if the main topic is about dogs, then if...

“The dog likes to play,” (is the key Idea), Some key details might be:• the dog likes to play fetch.• the dog likes to play with the ball.

What is so special about the fact that dogs like to play? Perhaps because they make fun pets.

Students write only one sentence that tell the most about the new key idea and key details. Summarizing is a big part of writing conclusions. It is an extremely important strategy for students to learn in order to use research skills effectively.

Differentiation:Students who need more pages – print as needed. In grade two you can scaffold students to start with one paragraph or section and move to more throughout the year. Students who would benefit from enrichment can continue on with more sections or paragraphs.

Students who need more direct instruction – teach each part in mini lessons. These concepts can be taught separately:

• Main Topic• Key Ideas• Key Details• Summarizing

ELL Students may need each part taught using language (sentence) frames emphasizing transitional words.

1

2

3

In grade two students are introduced to “special focus” in lieu of key idea. Introduce the term in class parallel with key idea. Explain to students, “A special focus explains why a key idea is so special. If the key idea in a paragraph is that whales can sing, it could be a special focus because it is so unique.”

Remember students will need to have a note-taking form for each passage.

R E-read

S E A R C H

SOMETHING NEW

EXPLAIN MORE

AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Name________________ Passage______________ Main Topic ____________

Grade 2

Write one new key idea (special focus) you learned about the main topic.

R E-read

S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN

RELEVANT OR NOT? CONCLUDE HAVE

EVIDENCE



Write one sentence that tells the most about the special focus of the key idea and key details.


Score

Statement of Purpose/Focus and Organization

Development: Language and Elaboration of Evidence

ConventionsStatement of

Purpose/Focus Organization Elaboration of

EvidenceLanguage and

Vocabulary

4Exemplary

Beginning establishesengaging context for story line/events (e.g., asks a question; starts with action or feelings)Effectively presentsand maintains focus(controlling idea) ofstory line

Has a beginning, middle, and an ending with a sense of closure(e.g., a lesson learned –next time…; he neverdid that again)Variety of transitionsused appropriatelyChronology is logical

Relevant, concrete details create vivid images or ideasEffective use ofdialogue, sensory and concrete details, strong verbs to advance the action; or to how characters’ motivation, development, growth, or change

Maintains consistentnarrator’s voiceUses precise language and sentence variety (simple, compound, with phrases)May use figurativelanguage (e.g., imagery)

Edits with support from peers, adults, resourcesHas few or no errors ingrammar, word usage,mechanics as appropriate to grade (e.g., uses conventionalspelling for words withcommon patterns)

3Proficient

Uses a combination ofdrawings, dictation,and writing (K)Event/ series of events is supported with key elements (gr K-2)Has title (gr 1-2)and clear focus (gr K-2)

Clear order of events;provides a reaction (K)Has beginning, middle,and end or problem solution(gr 1-2)Uses basic transitions(e.g., before, after, then, next, later) to show event order orchronology (gr 1-2)

Details include nouns, verbs, and adjectivesMay use dialogue, sensory or concrete details for effect (gr 1-2)Elaborates on actions, reactions, motivations, thoughts, or feelings orally or in writing

Appropriate use of words (singular-plural) and prepositional phrasesProduces variety ofcomplete sentences –orally (K) or in writingUses adult/peer feedback torevise

Edits with support frompeers, adults, or resources(gr 2)Minor errors do notinterfere with reader’sunderstanding

2Developing

Beginning has some context (when, why, etc.) for storyline/eventsIncludes key elements(characters, problem ormain event) and attempts to establish a central focus

Has beginning, middle, and end, but some parts need work or need more clarity (e.g., may have digressions or gaps in the story; sequence or connection of events is not clear)Transitions are lackingor cause confusion

Some elaboration strategies are evident in drawings or writing, or added with support/questioning from peers or adultsUses some details or dialogue to elaborate on images or ideas (actions, thoughts, feelings)

Vocabulary use hasminor errorsDictates, writes, andexpands simple complete sentencesUses adult/peer feedback to revise

Edits with support from peers, adults, or resources (gr 2)Uses grade-appropriatebasic mechanics andword use with someerrors

1Merging

Beginning may haveconfusing context or nocontext for storyline/eventsLacks key elements ofthe story line/events(character(s), problem,or main event)

Attempts a beginning, middle, and end, but one or more parts are missing or generic (e.g., once upon a time…; theend)

Attempts to add detailsto drawings or writingare random, generic(e.g., good, nice,pretty), or may seemirrelevant to story lineORMay identify literaryelements (characters,setting, action) withoutany added descriptionor details

Generally uses basic,incorrect, or belowgrade level vocabularywhen dictating (K) orwritingUses adult/peer feedback to revise

Edits with support from peers or adults(gr 2)Grade-appropriatemechanics are not usedor have frequent errors

0 A response gets no credit if it provides no evidence of the ability to [fill in with key language from the intended target].

Grades K - 2: Generic 4-Point Narrative Writing Rubric

Working Drafts of ELA rubrics for assessing CCSS writing standards --- © (2010) Karin Hess, National Center for Assessment [[email protected]

Receptive modalities*: Ways in which students receive communications from others (e.g., listening, reading, viewing). Instruction and assessment of receptive modalities focus on students’ communication of their understanding of the meaning of communications from others.

Listening & reading

9 - create clear and coherent grade-appropriate speech and text

10 - make accurate use of standard English to communicate in grade-appropriate speech and writing

1construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing

8 determine the meaning of words and phrases in oral presentations and literary and informational text

Productive modalities*: Ways in which students communicate to others (e.g., speaking, writing, and drawing). Instruction and assessment of productive modalities focus on students’ communication of their own understanding or interpretation.

Speaking &

Writing

3speak and write about grade-appropriate complex literary and informational texts and topics

4construct grade-appropriate oral and written claims and support them with reasoning and evidence

7 adapt language choices to purpose, task, and audience when speaking and writing

Interactive modalities*: Collaborative use of receptive and productive modalities as “students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions” (Phillips, 2008, p. 3).

Listening, speaking, reading,

and writing

2participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions

5 conduct research and evaluate and communicate findings to answer questions or solve problems

6 analyze and critique the arguments of others orally and in writing

StandardAn ELL can…

By the end of an English language proficiency level, an ELL in 2nd – 3rd Grade can . . .

4Productive

(S & W)

…construct grade-appropriate oral and written claims and support them with reasoning and evidence.

1 2 3 4 5…express an opinion about a familiar topic.

…express an opinion about a familiar topic or story.

…express an opinion about a familiar topic or story, giving one or more reasons for the opinion.

…express opinions about a variety of topics, introducing the topic & giving several reasons for the opinion.

…express opinions about a variety of topics, introducing the topic, giving several reasons for the opinion, & providing a concluding statement.

This performance task is based on writing. As an option if you’d like to monitor growth for ELP as a second goal, teachers can choose to assess ELP standard 4 because it aligns with this specific performance task. Your student’s full composition can be analyzed to identify English language proficiency levels. It is evident that students will be navigating through the modalities to get to the end product. However, it is important to keep in mind what the full opinion writing performance task is assessing and how deeply the student understands class content and language. The ELP growth goal is to provide the “just-right scaffolds” for students to demonstrate their understanding in order for them to move from one proficiency level to the next.

ELP 2nd – 3rd Grade Band Standards Organized by Modality

Oregon ELP Standards Aligned with Performance Task, 2014; Arcema Tovar

Narrative Writing Pre-AssessmentStudent and Class Scoring:

School Year: 2014-15 Grade:

Teachers Name:

School:

Student Name:Focus and

Organization Elaboration and

Evidence Conventions Student Total

ELP Score

Score Score Score1.

2.

3.

4.

5 0

6 0

7 0

8 0

9 0

10 0

11 0

12 0

13 0

14 0

15 0

16 0

17 0

18 0

19 0

20 0

21 0

22 0

23 0

24 0

25 0

26 0

27 0

28 0

29 0

30 0

31 0

32 0

33 0

34 0

35 0 4 Total Students

% Proficient 25% 25% 25% 50%% Exemplary 75% 75% 50% 50%

1

23

4

= Emerging= Developing= Proficient= Exemplary

Scoring Key:

0 - 4

5 - 78 - 10

11 - 12

Total # Correct

To use the Excel Version of this Score sheet. http://sresource.homestead.com/index.html


A Note about constructed responses: Constructed response answers are not written “in stone.” There is no perfect way a student should respond. Look for the general intent of the prompt and student response and follow the rubric below as much as possible. Use your best judgment. Unlike DOK-1 questions where there is one right and wrong answer, constructed responses are more difficult to assess. Overall consistency of intent based on most of your student responses can guide you.

Quarter 3 Pre-Assessment Research Constructed Response Answer Key

Constructed Response Research Rubrics Target 2Locate, Select, Interpret and Integrate Information.

Question # 7 RL.2.7 Prompt: How do the pictures in Brave Little Seed help the reader understand the passage? Use examples and details from both the text and the illustrations.

Teacher /Rubric “Language Response”

The response gives sufficient evidence of the ability to locate and select information about specific illustrations that support the reader’s understanding of the text.The response gives sufficient evidence of the ability to interpret and integrate the connections between the story and the illustrations. An integrative response of both the illustrations and the text could include that (1) details or examples of what a redwood seed looks like in the illustrations to explain what the seeds in the story probably looked like, (2) details or examples of how the redwood seed in the story probably looked as it was growing, based on the illustrations of a growing seed and (3) how the seed may have looked at the conclusion of the story (such as the illustration of the tall redwood tree).

Student “Language” Response Examples

2

The student locates and selects information about how the illustrations help the reader to connect or understand the text better and integrates the information by giving examples from both the text and the illustration.The story is about this little seed who is really brave. At first the seed hid under the ground. There is a picture of a seed that shows me what it looks like. The brave seed was not afraid to grow. The pictures show what the seed looked like when it grew and grew, just like the story said. At the end of the story the little seed became a beautiful redwood tree. This is just like the picture of the beautiful tall redwood tree!

1The student locates and selects minimal information about how the illustrations help the reader to connect or understand the text better and somewhat integrates the information by giving examples from both the text and the illustration.The story has pictures of a seed just like the seed in the story. This little seed grew because it was really brave. I am glad it grew. It was not afraid. I think the pictures help to understand how it looked too.

0The student does not locates and selects information about how the illustrations help the reader to connect or understand the text better.I see pictures of seeds and a tall tree.

Toward RL.2.7 DOK 2 - APnObtain and interpret information using text features (illustrations, texts, digital texts) for a specific purpose or assignment (new text).



Quarter 3 Pre-Assessment Constructed Response Answer KeyStandard RL.1.9: 3- Point Reading Constructed Response RubricQuestion #8 prompt: In what ways are the characters in Brave Little Seed and Two Little Seabirds the same? Use details from both stories in your answer.Directions for Scoring Notes: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:Sufficient Evidence (conclusion or central idea) would be statements of similarity made by the student in the response. Similarity “statements” could include (1) both the little seed and the sea birds had hopes, (2) both the little seed and the sea bird(s) did not give up, (3) both the little seed and the sea bird(s) had challenges and (4) both the little seed and the sea bird(s) had good endings because they did not give up. Specific identifications Full Support (other details): Each “similarity statement” (above) should have details to support it as evidence from both texts. Details of support could include for statement #1 above: the little seed wanted/hoped to be a redwood tree and the little seabirds hoped to make a nest in a redwood tree. For statement #2 (above) the little seed did not give up trying to be a redwood tree and the seabird did not give up and laid its egg in the redwood tree. For statement #3 (above) the little seed was attacked by squirrels and the little seabirds were afraid of the loggers. For statement #4 (above) the little seed became a beautiful tree and the seabirds were happy in their nest.

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The student gives a proficient response by giving specific statements of how characters from both stories are the same and uses details from both stories to support the statements.The characters in the stories that are the same are the little seed and the seabird mommy. They are the same because they both wanted something and tried really hard to make it happen. The little seed wanted to be a big redwood tree and the seabird wanted to make a nest. Then they both had trouble but they did not give up. The little seed got picked on by some squirrels and the seabird had loggers that could cut down her tree! But they both kept on doing what they wanted and were happy in the end because their dreams came true.

2The student gives a partial response by stating giving statements of how characters from both stories are the same and uses partial details from both stories to support the statements.The little seed was so brave. He had rocks thrown at him. The seabirds were brave too. They did not let the loggers scare them away. This is how they are the same.

1The student gives a minimal response by giving vague specific statements of how characters from both stories are the same but uses few if any details from both stories to support the statements.I think the seeds in the story were too afraid except one that grew into a big tree. Then I think the seabirds were very lucky to find a new redwood tree to make a nest. They were both lucky.

0 The student provides no evidence of giving specific statements of how characters from both stories are the same.Seeds grow in the ground. I think seabirds eat the seeds.

Toward RL.2.9 DOK 4 - SYUSynthesize two versions of the same story by comparing and contrasting how specific events are portrayed to be able to reach a conclusion about stories from different cultures.




Constructed Response Research Rubrics Target 3evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion

Question #15 RI.2.7 Prompt: In the passage Giant Sequoias and Redwoods what key points does the author want the reader to know? Explain your answer with examples and details from the passage.

Teacher /Rubric “Language Response”The response: gives sufficient evidence of the ability to distinguish relevant from irrelevant information in order to explain the key points the author makes in the passage Giant Sequoias and Redwoods. The key points should refer to the purpose of the passage – explaining how sequoias and redwoods are different. This is a DOK-3 question where reasoning and strategic thinking is required (inferencing that the key points are referencing differences in the two types of trees).Student response should include: 1. A statement (in some way) that the key points the author is making are about the differences between sequoias and

redwoods.2. Provide relevant details from the passage Giant Sequoias and Redwoods that support the response statement.Relevant details for the sequoia tree could include: (1) the sequoia tree is the largest tree in the world, (2) it has a huge trunk, (3) its leaves have scales, (4) it has large cones and seeds, (5) the wood is very rough, (6) its bark is reddish brown, (7) it grows by itself or in groups, and (8) it grows in central California.Relevant details for the redwood tree could include: (1) it is the tallest tree in the world, (2) the leaves look like needles, (3) they have cones and seeds but are smaller than a sequoia’s, (3) the wood is rough and dull brown and up to 1 foot thick and (4) can be found in California and near the Pacific Ocean.

Student “Language” Response Example

2

Student response states what the author’s key points are establishing and gives sufficient examples and details from the text to support the statement.The author wants the reader to know all about sequoia trees and redwood trees. He tells about how they are the same and different so we can understand more about both kinds of trees. One example the author explains is that the sequoia tree is the largest tree in the world and the redwood tree is the tallest tree in the world. Also, the sequoia has a huge trunk. It takes many people to circle an entire trunk! The redwood tree is not so wide as a sequoia but it is tall. Some sequoias are taller than the Statue of Liberty! Another example the author tells the reader is that the leaves on a sequoia tree have scales. Its cones are very large and so are its seeds. But the leaves on a redwood tree look like needles and its cones are smaller than a sequoia’s cones. These are just a few examples that show that the author’s key points are about how the two trees are the same and different.

1Student response vaguely states what the author’s key points are establishing but gives few examples and details.The story is about redwood trees and sequoia trees. It tells about both kinds of trees. The redwood tree is a tall tree and the sequoia tree is very, very fat. So fat a car can go through it!

0Student response does not support the prompt.I could make a tree house in a tree as big as the sequoia tree!

Research Target 3Target 3Evidence of the ability to distinguish relevant from irrelevant information such as fact from opinion.Toward RI.2.8Locate reasons to support points the author makes.




Constructed Response Research Rubrics Target 4Ability to cite evidence to support opinions and ideas.

Question # 16 RI.2.7 Prompt: You have read two articles about trees. Explain the most important points the authors make in each article. Then summarize how the articles are the same and different. Use details from both articles in your answer.

Teacher /Rubric “Language Response”The response gives sufficient evidence of the ability to identify important points the authors make in each article and supportthose points with evidence from each article.• Important points for the article Giant Sequoias and Redwoods explain how sequoias and redwoods are different.• Important points for the article The Largest Living Thing are important facts about sequoias.Evidence to support the important points from Giant Sequoias and Redwoods could include (1) redwoods are described in thisarticle, and (specific details could include…), (2) The redwood tree is the tallest tree in the world, (3) some are taller than theStatue of Liberty, (4) redwood trees have a slender trunk, (5) The leaves on a redwood tree look more like needles, (6) redwood trees have cones and seeds too but they are smaller than a sequoias, (7) redwoods grow near the Pacific Ocean innorthern California ,(8) its wood is not as rough as a sequoia, and (9) it is dull brown. Evidence to support the important points from The Largest Living Thing could include (1) sequoias grow in higher elevations of California and are only found in California. (2) they need dry heat to grow, (3) the bark is rough and reddish brown and 3 feet thick, (4) the bark protects the tree fromfires, (5) sequoias are the widest and heaviest tree and (6) are the largest tree in the world. Students may also mention otherdetails from either article that support specific points.

Student “Language” Response Example

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The response provides stated important points and sufficient details to support those points from each article (students do not have to mention all details – but only those that support the stated important points), and summarizes with how the articles are the same and different.Article 1 explains how redwood and sequoias are different. Some examples of how sequoias and redwood are different is their size. Redwoods are the tallest tree in the world, but sequoias are the largest and widest. Another difference between the two trees is their bark. Sequoias have a very rough bark and redwoods do not have as rough a bark. Article 2 explains facts only about sequoias. Some facts about sequoias are where they grow. Sequoias grow only in California where there is dry heat. Another fact is sequoias rough bark protects it from insects and fires. These articles are the same because they both explain facts about sequoias but they are different because article 2 only has information about sequoias.

1The response provides partial or minimal details to support stated important points from each article and attempts a summary of how the articles are the same and different.One article is about both trees. It tells how they are different in size and different in other ways too. The other article is about sequoias like General Sherman. They are both good articles. I think they are the same because they both care about trees and trees are different too.

0The response does not provide stated important points from each article.Redwood trees are famous all over the world because they are so tall. I learned a lot about them in the stories.

Research Target 4Research Target 4:Ability to cite evidence to support opinions and ideasToward RI.2.9:Completes a Venn diagram to compare and contrast important points in two texts on the same topic.


Note: “Brief Writes” should take no longer than 10 minutes. Brief writes are scored with a 2-3 point rubric. Full compositions are scored with a 4 point rubric. The difference between this rubric and the constructed response reading rubrics, is that the Brief Write Rubric is assessing writing proficiency in a specific area, while the reading rubrics are assessing comprehension.

Quarter 3 Pre-Assessment Brief Write Constructed Response Answer Key

Organization: ConclusionW.2.3.c Target: 1a

In your concluding statement, use temporal words to signal event order.

W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

17. Read the story below. Write an ending for the story that tells what happened next.Two Murrelets

Two murrelets in an Oregon forest close to the ocean, found an old redwood tree. The two seabirds made a nest in the redwood.

They laid one egg and it soon hatched. Then, as the baby murrelet got bigger, it wanted to explore the redwood tree.

Teacher /Rubric “Language Response”

Directions for Scoring: Write an overview of what students could include in a proficient response with examples from the text. Be very specific and “lengthy.” Teacher Language and Scoring Notes:The student response should provide a conclusion (1-2 sentences) that logically follow and support the preceding information about the Two Murrelets, transitioning from the beginning to the end using specific temporal words to signal event order as this is the central focus of this brief write. The student will show that they recognize event sequence from the beginning of the story to the ending by using temporal words to signal event order. These words may include but are not limited to: (1) then, (2) but, (3) finally, (4) next, (5) and so, and (6) now (etc..). The conclusion should make sense and support the preceding information about the Two Murrelets.

Student “Language” Response Examples for a Brief Write

2 The brief write transitions from a beginning to a conclusion using temporal transitioning words to signal an event order that follows logically from the preceding information.Then, the baby murrelet went to explore the redwood tree. It could not fly much yet, so it hopped all around its nest. It did not go far from the mommy and daddy murrelets.Now the baby knows more about its tree and is happy.

1 The brief write transitions from a beginning to a conclusion using at least one temporal transitioning word to signal an event order but vaguely or somewhat follows logically from the preceding information.So next it went looking all around the tree. It saw leaves and branches. It got scared and went home.

0 The brief write does not show transitions from a beginning to a conclusion.Baby birds like nice warm nests and trees too.


Performance Task:You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a trip to learn about redwood trees. You will use details to help you write your story from all of the passages you have read. Then, you will tell the following:1. Where is the setting? Who is the character?2. What happened along the way?3. What did the character see, hear and feel?4. What did the character learn about redwood trees on the trip?Exemplar Student Writing Sample:

Hi, my name is Marv. I am in second grade and guess what? We are going on a trip! The whole family. First we will pack our suitcases. Where are we going? We are going to California to see redwood trees. We will learn a lot about them. I am so excited to learn more about these gigantic and tall trees. I will tell you all about what I see.

We drove and drove in our car until we got to California. After we got there the first thing I said was, “I want to see the redwoods!” Then we drove to a big forest. We had on our hiking boots and walked and walked in the forest. I yelled “Oh my goodness!” when I saw my first redwood. It was bigger than our car! We all touched its rough bark we looked like tiny ants next to it. It was that huge!! It was so tall I couldn’t see the top of it. Also, as we got closer to the beach we saw these little seabirds. Dad said they are called murrelets and lay eggs only in redwoods. We were lucky to see them! Did you know that redwoods start as a tiny little seed just like all plants, but they grow into the biggest and most beautiful trees. Some are hundreds of years old!

Finally, It was time to go home. I was sad to go but happy that I could tell my best friend what I saw and learned. We all got into the car. We had lots of pictures of us and the redwood trees. It was great. I fell asleep on the long trip home. Afterwards, we all got out of the car and helped unpack and I called my best friend to tell him all about my trip!

Elaborates with concrete, sensory details and dialogue.

Engages reader and Establishes storyline

Uses topic vocabulary from texts.Transitional words move story in event order.

Has a clear and logical conclusion.

W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Narrative Full Composition Performance Task Score “4” Example

score

Statement of Purpose/Focus and Organization

Development: Language and Elaborationof Evidence

ConventionsStatement of

Purpose/Focus Organization Elaboration ofEvidence

Language andVocabulary

4Rubric

Beginning establishesengaging context for story line/events (e.g., asks a question; starts with action or feelings)Effectively presentsand maintains focus(controlling idea) ofstory line

Has a beginning, middle, and an ending with a sense of closure(e.g., a lesson learned –next time…; he neverdid that again)Variety of transitionsused appropriatelyChronology is logical

Relevant, concrete details create vivid images or ideasEffective use ofdialogue, sensory and concrete details, strong verbs to advance the action; or to how characters’ motivation, development, growth, or change

Maintains consistentnarrator’s voiceUses precise language and sentence variety (simple, compound, with phrases)May use figurativelanguage (e.g., imagery)

Edits with support from peers, adults, resourcesHas few or no errors ingrammar, word usage,mechanics as appropriate to grade (e.g., uses conventionalspelling for words withcommon patterns)

Student Scoring

Explanation

The student establishes the story line with a character and his feelings and engages the reader with an event that is consistent throughout.

The student has a beginning, middle and an ending in sequential order that moves forward with transitional words.

The student elaborates on the topic of redwood trees by using concrete details and some sensory words as well as dialogue to advance the action in the story.

The student’s voice is knowledgeable about the information. The student knows uses precise vocabulary (murrelets, redwoods, seabirds, California…) and a variety of sentence structures.

The student has few or no errors in grammar, word usage, or mechanics as appropriate to grade. The student is beginning to use some quotes for dialogue effectively.

Conventions for grammar and mechanics are used appropriately throughout. Dialogue is in the beginning stages.


Quarter 3 Pre-Assessment Selected Response Answer Key

Question 1 What does it mean that murrelets are very rare birds? Toward RL.2.4 D

Question 2 What is a logger? Toward RL.2.4 B

Question 3 How many eggs do murrelets lay at a time? Toward RL.2.7 A

Question 4 What made it safe for the murrelets to make their nest in the old redwood tree each year? Toward RL.2.7 D

Question 5 What is the same in both passages? Toward RL.2.9 C

Question 6 Which details about redwood trees are found in both texts? Toward RL.2.9 B

Question 7 Literature Text Constructed Response

Question 8 Literature Text Constructed Response

Question 9 What is the author retelling in picture 1 of Giant Sequoias and Redwoods? Toward RI.2.4 DOK-1APg

A

Question 10 What does the word elevations mean as used in the sentence above? Toward RI.2.4DOK-2 APn A

Question 11 What evidence from the article, Giant Sequoias and Redwoods supports that sequoia trees are very wide? Toward RI.2.8 DOK-2 Cl D

Question 12 According to the article, Giant Sequoias and Redwoods, why is the bark of a sequoia tree important? Toward RI.2.8 DOK-3 CU B

Question 13 Which detail below, is only included in the article, “The largest living thing!” Toward RI.2.9 DOK-2 Ck B

Question 14 What key details do the authors provide in both articles, about the bark of a Giant Sequoia? Toward RI.2.7 DOK-2ANp C

Question 15 Informational Text Constructed Response

Question 16 Informational Text Constructed Response

Write and Revise

Question 17 Brief Write

Question 18 Which sentence would best replace the underlined sentence? W.2.3b C

Question 19 Which word could be used to replace provides? L.3a B

Question 20 Which is the correct way to write this sentence? L.2.1c C

2nd

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Student CopyPre-Assessment Quarter 3

Name____________________

Grade

Directions:Read each story.Then answer the questions about the story.


Student Directions:

Part 1

Your assignment:You will read several literary and informational texts about Redwood and Sequoyah trees.1. Read all texts.

2. Take notes about the texts.

3. Answer the questions.

Part 2 Your assignment:You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a trip to learn about redwood trees. You will use details to help you write your story from the passages you have read. Then, you will tell the following:

4. Where is the setting? Who is the character?5. What happened along the way?6. What did the character see, hear and feel?7. What did the character learn about redwood trees on the trip?

8. Plan your writing. You may use your notes and answers.

9. Write – Revise and Edit your first draft.

10. Write a final draft about the character who is going on a trip to learn more about redwood trees.

How You Will be ScoredPurpose Did you tell what happened? Did you tell about a character and

setting?

Organization Did you tell what happened from beginning to end?

Elaboration:of evidence Did you use details from the passages?

Elaboration:of language and vocabulary

Did you use describing words to show what the character saw, heard and felt?

Conventions Did you follow rules for capitals, punctuation and spelling?


Brave Little SeedRetold by Lane Roberts

Once upon a time there were four redwood seeds who were good friends. One day the wind blew them to a new part of the forest. The seeds hid under the ground. They hoped to become beautiful redwood trees.

One day some squirrels were playing near the seeds. When the first seed began to grow the squirrels threw a rock at it. They threw so many rocks the seed almost split in two. The first seed told the other seeds. The other seeds said they would wait for the squirrels to go away before they would try to grow.

The first seed did not want to wait. It tried again to grow. It was hit with rocks and bent over. The other seeds said, “stop trying to grow!” But the little seed did not quit trying. Each time it tried to grow the squirrels would throw rocks at it.

But, this made the seed try even harder to grow. Many times the little seed was hit by rocks. Time after time the little seed bent over.

And then, one day, it was hit by a rock and it did not bend over! Each time it had been hit by a rock it had grown stronger. The seed’s trunk had become very strong. It stayed in the woods and grew and grew and grew. It became the biggest and most beautiful redwood tree in the forest.

The other seeds are still under the ground somewhere in the forest. They never tried to come out and they never grew.

Grade Equivalent: 2.4Lexile: 590


Two Little SeabirdsElizabeth Yeo

Two murrelets lived in an Oregon forest close to the ocean. Murrelets are very rare seabirds. The two seabirds hoped to make a nest in an old redwood tree. One day they found the biggest and oldest redwood tree in the forest. It was just right for making a nest. The first seabird was afraid. Loggers were cutting down trees near the redwood. She told the second seabird so they looked for a new tree. But, the seabirds could not find another redwood tree as nice. The first seabird was tired of looking. She said, “I will make the nest in the oldest redwood.” But the second seabird said, “If we make a nest and the loggers cut it down, our egg will never hatch.” Murrelets only lay one egg at a time. But the first seabird did not listen. She made a nest in the biggest and oldest redwood tree. It was in the highest branches, hidden by moss. The two seabirds took turns caring for the egg and flying to the sea to get fish. The loggers still cut down trees around their nest. And then, one day a logger looked up and saw the old redwood and the murrelets’ nest. He knew that the seabirds were rare. He also knew they would come back to the same tree each year, if it was safe. Soon all of the loggers left. This made the two seabirds very happy. Then one day the second seabird saw a sign below the old redwood tree. He was glad they had made their nest in the old redwood after all.

The murrelet lays one egg. When it hatches the baby seabird is fed fish.

Grade Equivalent: 3.2Lexile: 680


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1. What does it mean that murrelets are very rare birds?

A. Murrelets live in Oregon forests.

B. Murrelets are seabirds.

C. Murrelets nest in redwood trees.

D. Murrelets are not seen very often.

2. What is a logger?

A. a nest in an old redwood tree

B. someone who cuts down trees

C. large tree branches with thick moss

D. a sign just below an old redwood tree

Toward RL.2.4 DOK 2 - ChConcept Development: Understands that words and phrases can add meaning and rhythm to a story and given an example.

Toward RL.2.4 DOK 2 - APmUse context to identify how words and phrases give meaning and rhythm to a story, poem or song (e.g., why does the author use the words _____?)


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4. What made it safe for the murrelets to make their nest in the old redwood tree each year?

A. It was in an Oregon forest close to the ocean.

B. It was perfect for making a nest.

C. The large tree branches had thick moss.

D. A sign protecting the tree.

3. How many eggs do murrelets lay at a time?

A. one

B. six

C. three

D. two

Toward RL.2.7 DOK 1 - Cf

Answers who, what, when, where, why and how questions about the plot of a story.

Toward RL.2.7 DOK 2 - ClUse information gained from the illustrations and words in a print or digital text to answer questions about a central idea (plot).


5. What is the same in both passages?

A. They both have murrelets.

B. They both have squirrels.

C. They both have redwoods.

D. They both have loggers.

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6. Which details about redwood trees are found in both texts?

A. Redwood seeds hide under the ground.

B. Redwood trees grow in the forest.

C. Redwood trees have large branches with thick moss.

D. Redwood seeds bend over.

Toward RL.2.9 DOK 2 - CkIdentifies details that are the same and different in two versions of the same story and explain why (makes generalizations).

Toward RL.2.9 DOK 2 - ANpCompares and contrasts literary elements (characters, setting, events, challenges, and conclusion) between two or more versions of the same story.


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8. In what ways are the characters in Brave Little Seed and Two Little Seabirds the same? Give examples of events from both stories.

7. How do the pictures in Brave Little Seed help the reader understand the passage? Use examples and details from both the text and the illustrations.

RL.2. 7 (Teacher Only) Final Score_____

Toward RL.2.7 DOK 2 - APnObtain and interpret information using text features (illustrations, texts, digital texts) for a specific purpose or assignment.

Toward RL.2.9 DOK 4 - SYUSynthesize two versions of the same story by comparing and contrasting how specific events are portrayed to be able to reach a conclusion about stories from different cultures.


Giant Sequoias and Redwoods Article Adapted by: Dr. Orobsllih

Many people get the sequoia and redwood trees mixed up. They are not the same. How can you tell the difference?

1. A wide sequoia tree. The sequoia tree is the largest tree in the world. The sequoia tree has a huge trunk. Some sequoia trees are so wide a car can drive through them.

305 ft.

379 ft.

2. The Statue of Liberty and redwood tree are about the same height.

The redwood tree is the tallest tree in the world. Many redwoods are taller than the Statue of Liberty! The redwood tree is tall but has a thin trunk.

Sequoia Leaves, Cones and SeedsLeaves on the sequoia have scales. The sequoia cones and seeds are much larger than a redwood’s cones and seeds.

3. Large sequoia cones and seeds .

Redwood Leaves, Cones and SeedsThe leaves on a redwood tree look more like needles. Redwood trees have cones and seeds too but they are smaller than a sequoia’s.

4. Redwood cones and seeds.

Grade Equivalent: 3.2Lexile Level: 670


Tree BarkThe wood of the giant sequoia is very rough. The bark of the giant sequoia is bright reddish brown. The wood of the redwood is rough, but not as rough as a giant sequoia. The bark of the redwood is really dull brown. The bark of a redwood can be up to 1 foot thick.

Giant Sequoias and Redwoods Continued…

Sequoia Tree Redwood Tree

HabitatBoth sequoia and redwood trees are only found in the state of California.

The giant sequoia grows by itself or in groups. It grows in central California.

The redwood grows near the Pacific Ocean in the north part of California in groups all along the coast.

Redwood Trees

Sequoia Trees


The Largest Living Thing! Article Written by: Dr. Orobsllih

1

Giant sequoias grow in high elevations. It is very dry. This helps the sequoia

cones open. After the cones open seeds fall to the ground. Soon new trees

grow. Giant sequoias are only found in California.

2

The bark of the sequoia is rough. It looks reddish brown. The bark of the Giant

Sequoia can grow three feet thick. It protects the trees from insects and fire.

3

Sequoias are the biggest tree. General Sherman is a big sequoia tree. It is so

big and tall it is called the largest living tree. It is also the largest living thing!

Grade Equivalent: 3.8Lexile Level: 590


10. Giant sequoias grow mostly in the higher elevations of central California.

What does the word elevations mean as used in the sentence above?

A. places that are up higher than others

B. places that are down lower than others

C. places near California

D. places near the Pacific Ocean

9. What is the author retelling in picture 1 of Giant Sequoias and Redwoods?

A. how wide a sequoia tree’s trunk is

B. how tall a sequoia tree is

C. the differences in cone sizes

D. where in California the redwoods and sequoias are located

Toward RI.2.4 DOK 1 - APg2.4b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

Toward RI.2.4 DOK 2 - APnUse context to identify and determine the meaning of words and phrases. L.2.4a Use sentence-level context as a clue to the meaning of a word or phrase.


11. What evidence from the article, Giant Sequoias and Redwoods supports that sequoia trees are very wide?

A. The giant sequoia grows by itself.

B. It has a slender trunk.

C. Sequoia cones and seeds are much larger.

D. A car can drive through them.

12. According to the article, Giant Sequoias and Redwoods, why is the bark of a sequoia tree important?

A. The dry heat of the mountains helps the sequoia cones

open.

B. The thick bark provides insect and fire protection for the trees.

C. The thick bark provides protection from bears.

D. General Sherman weighs 2.7 million pounds.

Toward RI.2.8 DOK 2 - ClLocate reasons to support points the author makes.

Toward RI.2.8 DOK 3 - CuAnswers a question that requires students to connect reasons to supporting points in a new text.


13. Which detail below, is only found in the article, “The Largest Living Thing!”?

A. The bark is reddish brown.

B. The bark can grow up to 3 feet thick.

C. The bark is rough.

D. They have slender trunks.

Toward RI.2.9 DOK 2 - CkIdentifies the most important points in two texts on the same topic.

Toward RI.2.9 DOK 2 - ANpCategorizes or lists important points from two texts on the same topic using a graphic organizer (teacher has provided categories)

14. What key details do the authors provide in both articles, about the bark of a Giant Sequoia?

A. The bark of a giant sequoia can grow up to 3 feet thick.

B. The bark of a sequoia is reddish brown and rough.

C. The sequoia bark is rougher than redwood bark.

D. The thick bark of a sequoia gives insect and fire protection for the tree.


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15. In the passage Giant Sequoias and Redwoods what key points does the author want the reader to know? Explain your answer with examples and details from the passage.

Toward RI.2.8 DOK 3 - EVCCites evidence to explain logically an author’s reason for making a specific point.


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16. This question has two tasks.Part A: Write details to show how the two articles you read are different. Then write details to show how they are the same.

Part BYou have read two articles about trees. Explain the most important points the authors make in each article. Then summarize how the articles are the same and different. Use details from both articles in your answer.

Giant Sequoias and Redwoods The Largest Living Thing!

The Same

Important Points

RL.2.9 DOK-3 ANyToward RI.2.9:Completes a Venn diagram to compare and contrast important points in two texts on the same topic.


17. Read the story below. Write an ending for the story that tells what happened next.

Two Murrelets

Two murrelets in an Oregon forest close to the ocean, found an old redwood tree. The two seabirds made a nest in the redwood.

They laid one egg and it soon hatched. Then, as the baby murrelet got bigger, it wanted to explore the redwood tree.

Write a Brief Text, W.3c Temporal Words Target 1a


19. The thick bark provides insect and fire protection for the trees.

Which word could be used to replace provides? Language and Vocabulary: L.3a Audience Writing Target 8

A. help

B. gives

C. takes

D. runs

18. A student is writing a story for her class to describe a tree she saw. She wants to revise the story. Read the story in the box below.

Revise a Text, W.2.3b sensory elaboration in details, Writing Target 1b

I went to see a famous sequoia, known as General Sherman. When I saw it I was surprised. It was really neat. It weighs 2.7 million pounds and stands 275 feet tall! It is the largest living tree. Now that is some tree!

Which sentence would best replace the underlined sentence with the best description?

A. The giant sequoia was amazing to see because it was so big.

B. I had never seen anything so large.

C. General Sherman was enormous, had a rough bark and was a beautiful bright red brown.

D. General Sherman was larger than our car.

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20. Read the sentence below. Edit and Clarify L.2.1c Reflexive Pronouns Target 9

The boy tried to climb the giant redwood tree all by him.

Which is the correct way to write this sentence?

A. The boy tried to climb the giant redwood tree all by hiself.

B. The boy tried to climb the giant redwood tree all by him self.

C. The boy tried to climb the giant redwood tree all by himself.

D. The boy tried to climb the giant redwood tree all by hims.


Student Directions:

Part 2 Your assignment:You are going to write a narrative story. This means it has a beginning, middle and an ending. This is a make believe story. In your story you will write about a character who is going to go on a trip to learn about redwood trees. You will use details to help you write your story from the passages you have read. Then, you will tell the following:

1. Where is the setting? Who is the character?2. What happened along the way?3. What did the character see, hear and feel?4. What did the character learn about redwood trees on the trip?

5. Plan your writing. You may use your notes and answers.

6. Write – Revise and Edit your first draft.

7. Write a final draft about the character who is going on a trip to learn more about redwood trees.

How You Will be Scored

Purpose Did you tell what happened? Did you tell about a character and setting?

Organization Did you tell what happened from beginning to end?

Elaboration:of evidence Did you use details from all of the passages?

Elaboration:of language and vocabulary

Did you use describing words to show what the character saw, heard and felt?

Conventions Did you follow rules for capitals, punctuation and spelling?


Name____________________________



STOPClose your books and wait for instructions!


Informational Text

9 I can use prefixes to figure out what a word means. DOK-2 APg RI.2.4

10 I can use clues from other words in a sentence to help me know what a word means. DOK-2 Apn RI.2.4

11 I can find reasons to explain about points I read. DOK-1 Cl RI.2.8

12 I can connect reasons to supporting points in a new text. DOK-3 Cu RI.2.8

13 I can Identify the most important points in two texts about the same topic.DOK-2 Ck RI.2.9

14 I can identify lists with the most important points from two texts on the same topic.DOK-2 ANpRI.2.9

15 I can cite the best evidence to explain an author’s reason for making a specific point. DOK-3 Evc RI.2.8 2 1 0

16 I can select the correct information needed to complete a Venn Diagram of important points in two texts on the same topic. DOK-3 Any RI.2.9 2 1 0

Literary Text

1 I can give an example of how words and phrases add meaning and rhythm to a story, song or poem. RL.2.4

2 I can use context to understand how words or phrases add meaning and rhythm to a story, song or poem. RL.2.4

3 I can answer who, what, when, where, why and how questions about the plot of a story read. RL.2.7

4 I can use illustrations and words in a print or digital text to answer questions about a central idea (plot). RL.2.7

5 I can find and explain which details are the same and different in two versions of the same story .RL.2.9

6 I can compare and contrasts literary elements in two or more versions of the same story. RL.2.9

7 I can find and use text features for a specific purpose . RL.2.7 2 1 0

8 I can compare and contrast specific events in two versions of the same story. RL.2.9 3 2 1 0

Color the box green if your answer was correct. Color the box red if your answer was not correct.

Writing

17 Write a conclusion to the story. W.2.3c (Brief Write) 2 1 0

18 Which sentence would best replace the underlined sentence? W.2.3b

19 Which word could be used to replace provides? L.2.3a

20 Which is the correct way to write this sentence? L.21c


1st minuteSomething I did well on….

2nd MinuteSomething that was new to me or I need more practice with…

3rd MinuteSomething I don’t understand….

Reflection Page

Documents

1 Quarter 3 Pre-Assessment Teacher Directions Grade Reading 12 Selected-Response Items 1 Constructed ResponseResearch 3 Constructed-ResponseWriting 1 Full